Grade 7 Canoeing Program – Cross-Curricular Connections by wpr1947

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									                 Grade 7 Canoeing Program
            Classroom Cross-Curricular Outcomes
Social Studies 7
Outcome:
     Dynamic Relationships (DR7.1)
     Analyze and use various types of maps (that provide differing
     perspectives and information for differing purposes) in order to
     situate current issues in Canada, and in a selection of Pacific Rim and
     northern circumpolar countries.

Teaching and Learning Experiences:
   Plan for a Canoe Trip
       Locate and identify a canoe route to travel in Saskatchewan. Plot the
          route on a map of Saskatchewan. Use the website for Canoe
          Saskatchewan to investigate possible routes.
          http://canoesaskatchewan.rkc.ca/
       Plan supplies needed for the trip.
       Use Google Earth to go on a “virtual canoe trip”. Examine physical
          features that would be encountered on the canoe trip.
       Compose a journal about the trip. Include photographs from the area.
          Use educational technology such as blogs and podcasts to represent
          the journal.

Outcome:
     Dynamic Relationships (DR7.2)
     Appraise the impact of human relationships on the natural
     environment in Canada, and in a selection of Pacific Rim and northern
     circumpolar countries

Teaching and Learning Experiences:
    Identify the influence of physical features such as water bodies,
      topography, and natural resources on the location of people in Pacific and
      northern Canada (including the traditional homelands of indigenous
      peoples) and in a selection of Pacific Rim and circumpolar countries.
    Examine the effects of humans and their technology on the natural
      environment in Canada, and in a selection of Pacific Rim and circumpolar
      countries, including the consequences for indigenous peoples who inhabit
      those regions (e.g., over harvesting of salmon fishery, increased
      incidence of severe weather, influence of logging industry on the natural
      world and ecosystems, effects of deforestation and coral removal, and
      efforts to reclaim shorelines and restore the natural barriers).
    Explore situations where changes in the environment, induced naturally
      or by humans, have resulted in the relocation of peoples in Canada, and
       in a selection of Pacific Rim and circumpolar countries, including
       indigenous peoples who inhabit those regions. Explain the reasons for the
       relocation and its consequences.
     Trace examples of current effects of climate change on the movement of
       peoples (e.g., melting of the polar icecap and greater accessibility to the
       North-West Passage and the oil underneath) and hypothesize about the
       potential effects of climate change on the movement of peoples in the
       future.
     Explore the Treaty relationship and the values and beliefs associated with
       sharing the land.
    The canoe was a tool used in the fur trade. Evaluate and analyze the
      impact of fur trading on the First Nations’ people.
    Analyze the impact of climate change and examine how climate change
      impacts Saskatchewan’s people and wildlife. Use books and websites
      that address climate change.
      http://www.epa.gov/climatechange/kids/index.html
      http://tiki.oneworld.net/front.html
      http://www.ecokids.ca/pub/index.cfm
      http://education.arm.gov/studyhall.stm
      http://www.justiceplus.org/Kids-Climate-Change-Links.htm

Science 7 Life Science: Interactions within Ecosystems (IE 7.1, 7.2, 7.3, 7.4)

   Teaching and Learning Experiences:
    Conduct an investigation of the ecosystem in Wascana Lake.
        o Observe, record, and identify biotic and abiotic components of
           Wascana Lake
        o Compile, display, and interpret ecological data to illustrate the
           interactions that occur in Wascana Lake
        o Analyze the impact of human behaviour on Wascana Lake
        o Predict what Wascana Lake may look like in the future
        o Propose solutions to protect the ecosystem of Wascana Lake
        o Connect to First Nations and Métis practices that contribute to
           understanding of ecosystems and the interactions of their
           components

Literacy Connections
          o Shi-Shi-etko and Shin-chi’s Canoe – Nicola I. Campbell
                Residential School experience and the impact on traditional
                  ways
          o Red Sash – Jean N. Pendziwol
                An account of the Canadian fur trade as seen through the
                  eyes of a Métis boy
          o Canoe Days – Gary Paulsen
                A descriptive picture book about spending a warm summer
                  day on a canoe
o The River – Gary Paulsen
      In the sequel to Hatchet, Brian Robeson finds himself on
        another adventure, this time going down a river on a raft.
o One Well: The Story of Water on Earth – Rochelle Strauss
      This non-fiction book tells the story of water on earth and
        addresses the necessity to conserve water.
o A River Ran Wild – Lynne Cherry
      A non-fiction picture book that documents the environmental
        history of the Nashua River. Polluted and ultimately
        deadened in the wake of the industrial revolution and
        restored in recent years through the efforts of concerned
        citizens, this book looks at the importance a river has on the
        environment.
o The Great Canoe – Maria Elena Maggi
      A legend from the Kariña people of the Caribbean where the
        Kariña build a canoes in order to escape the great flood.

								
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